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Product Description

This is an excerpt from my popular line of
Bossy Brocci Math & Big Science workbooks on Amazon.

Printing should be:
LANDSCAPE
and DOUBLE-SIDED,
with the Flip being along the 'SHORT' edge or side

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Most ELA, Math and Science teachers don't have
more than 100 State Tests on their shoulders
- and they enjoy anywhere from 60 to 90 minutes to teach their class.
But I've been whipping the State
while teaching an average of 110 students per year
- and with only about 38 minutes for science class!

It's a matter of public record:
I've crushed the State by 17 to 32 points, and by an average
of 23 points over a 5-year stretch.

And I'm North Carolina's 2016 Top-Scoring Science Teacher.

I've done this in a High-Poverty Title 1 school with:
No Teaching Assistants,
No Tutors,
No Remediation Class,
and No Test-Prep books or programs.

3) Translate each of their 3 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing) six SENTENCES below each graph that explain the relationship between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship in 3 graphs, for a total of writing 18 statements (minus my single example)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]

4) Construct a Cause and Effect written Summary of Vegetation Shade’s connection to Dissolved Oxygen by ANALYZING each of 3 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements

5) Practice – with REPETITION – their mathematical (graphical) literacy and verbal or written literacy, by translating what they READ into DRAWING graphs – and then converting the mathematical statements about the relationship between the dependent and independent variable within a graph by WRITING statements about that relationship in multiple ways

6) Practice – with REPETITION – their skills of logic and reasoning

7) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections

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Yes - - - you’ve just found the elusive antidote to the kid (usually a boy) who flies through everything.
You know the type:
the kid who half-a$$es his way through your quizzes, tests,
and even breathing - just to get ‘em done.
This is the kid who – after he’s just raced through yet another assignment,
and then been punished for that early & care-less finish
with instructions to go read 57 pages in his textbook –
miraculously returns to your desk six minutes later
- - - proclaiming he’s finished that too.
You know who I’m talking about.
Don’t deny it.
He’s the reason you started carrying a handgun to school - - -
--- to use on YOURSELF.

Well . . . don’t pull that trigger just yet:
the apathetic juggernaut “Little Jimmy” just met his match.
Little Jimmy and the rest of your students will have to translate a graphed relationship between two variables, and then write about that relationship by choosing to use: ‘increase’ ‘increases’ ‘raises’ ‘higher’ ‘decrease’ ‘decreases’ ‘drops’ ‘lowers’ ‘lower’ etc. in 6 complete sentences!
If you’re worried Little Jimmy can write these sentences any which way he can just to get it over with - - -
well . . . he CAN’T.
Little Jimmy won’t have it “finished” until he follows the rules
- - - MY rules.
And that’s because I’ve already prescribed a template for how each and every sentence is to be worded and written – right down to the very order & grammar for every sentence.
That means even apathetic Little Jimmy’s wrong answers must be correctly written before he can turn ‘em in.
And until he does that???
- - - Little Jimmy won’t be “done” with squat.
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Now THAT’s what I call ‘putting the w-o-r-k back in WORKsheets!’

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Printing should be done in LANDSCAPE and Double-Sided, with the flip being along the 'SHORT' edge